‘[An] historic culture … rapidly, universally, and thoroughly restored’? British influence on Irish education since 1922

Limond, David

doi:10.1080/03050068.2010.519479

Cited by 11 publications

(5 citation statements)

References 16 publications

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“…The fourth article is a response to a recent piece published in this journal, concerning the English influence on Irish education policy (Limond 2010). Tom O'Donoghue and Judith Harford refute Limond's emphasis on the colonial overhang in Irish educational policymaking and point to a wider range of influences both inside and outside the country which account for convergences.…”

Section: Please Scroll Down For Articlementioning

confidence: 94%

Beyond converging agendas in education

Schweisfurth

2012

Comparative Education

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Section: Please Scroll Down For Articlementioning

confidence: 94%

Beyond converging agendas in education

Schweisfurth

2012

Comparative Education

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“…The field of CIE has seen a growth in the representation of minority ethnic, international scholars from non-western regions of the world and women scholars who bring perspectives from their positionality in examining educational issues. For example, feminist theories (Ahlquist, 2000; Altbach, 1991; King, 1987; Kirk, 2004; Ross, 2002; Stromquist, 1995; Torres, 1998) have been explored in CIE from the 1980s with postcolonial theories as the field enters the post-2000 period (Aikman et al, 2011; Hickling-Hudson, 2006; Kamat, 2004; Limond, 2010; Mason, 2011; Niens and Reilly, 2012; Rassool, 2004; Takayama et al, 2015; Tikly, 1999).…”

Section: Historical Context: Theory In Comparative and International ...mentioning

confidence: 99%

The development of theory in comparative and international education: An analysis of doctoral theses at North American universities

Omwami

Shields

2022

Research in Comparative and International Education

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Comparative and international education (CIE) claims to be an interdisciplinary field embracing a diversity in methodologies and theoretical perspectives. Over the years, there has been an expansion in the range of theoretical perspectives employed in scholarship, as new scholars bring with them interests, expertise and positionalities. Our analysis maps the development of theoretical perspectives in doctoral theses in CIE at North American universities since 1990. We find that theory has changed considerably in this time, with a greater emphasis on critical perspectives and standpoint theories and a declining interest in economically focused perspectives. We also note that the role of doctoral advisors is primarily in terms of theoretical perspective, rather than context or methodology. These findings improve our understanding of the field in North America and potentially hold relevance to scholarship in other parts of the world.

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“…This is certainly relevant to the current research, as the evolution of the Irish education system is itself a complex picture imbued with historical influences from imperialistic and colonial oppression. Limond (2010) sums this up concisely describing the Irish education system of the 19th century as "working to favour the interests of the British metropolitan centre over the Irish periphery by disciplining the Irish population and shaping the workforce through school structures and . .…”

Section: Sociohistorical Issues and Subject Monopoliesmentioning

confidence: 99%

Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?

2021

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Integrative science, technology, engineering and mathematics (STEM) education is heralded as a promising model for effective learning of 21st century STEM literacies and has been suggested as an approach that increases student motivation and engagement. In recent years Ireland has introduced policy with a renewed emphasis on integrated STEM education across all levels of schooling and paying particular attention to the early years and primary settings. The available international literature cites many concerns with potential barriers and failures to achieve authentic integration of the various STEM disciplines in educational contexts. An important determinant of the success of integrated STEM curricula are the backgrounds and attitudes of the individual teachers, as well as supports/experiences in designing and implementing an integrated curricular approach. In the Irish context, this is often in conflict with prescribed overloaded curricula and a subject focussed education system. Therefore, research is required into primary school teachers’ perspectives on achieving a truly integrated model of STEM education, particularly in the Irish context. This study employed a qualitative approach using semi-structured interviews with a sample of practicing teachers (N = 6) to gather perspectives on the potential and challenge of integrating STEM in their respective experiences. These teachers were enrolled in a practice orientated module on STEM education as part of their postgraduate studies. The data gathered was analysed to ascertain these teachers’ perspectives on the supports needed to overcome the challenges of integrating STEM subjects within their professional settings. Essentially, the findings of this study will discuss whether such an integrated STEM model is an authentic or utopian ideology.

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‘[An] historic culture … rapidly, universally, and thoroughly restored’? British influence on Irish education since 1922

Cited by 11 publications

References 16 publications

Beyond converging agendas in education

Beyond converging agendas in education

The development of theory in comparative and international education: An analysis of doctoral theses at North American universities

Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?

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